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Making It As A Middle School Teacher's Guide Math Review: Chapter 3 ~ Warm-Ups
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Making It As A Middle School Teacher's Guide Math Review: Chapter 3 ~ Warm-Ups



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  • 1. From the perspectiv e of a GUIDED MATH middle grades BOOK STUDY teacher… Chapter 3 :Using Math Warm-Ups in Guided Math © Michelle Lundy ~2012~
  • 2. WARM-UPS SET THE TONE FOR THE DAYNeeds to be a routine1 or 2 quick tasksStudents can complete on their ownDiscussed as whole-groupShould be carefully planned with student needs in mindStandards-basedReview problemsTopic of the dayLook ahead to future concepts
  • 3. DOES THIS WORK FOR MIDDLE GRADES? I can’t think of a single classroom at my school not conducting daily warm-ups. In fact, they are part of our lesson plan.
  • 4. MATH STRETCHES Just like an athlete needs to stretch to maximize performance, so do
  • 5. TYPES OF MATH STRETCHESData Collection & AnalysisNumber of the DayWhat’s NextHow Did My Family Use Math Last Night?________Makes Me Think Of …..
  • 6. DATA COLLECTION & ANALYSISUse questions that will allow for data collectionDecide best graph {students eventually do this in middle school} Real graphs ~ actual packs of crackers Pictographs ~ pictures of items Symbolic graph ~ cubes or sticky notes {used more in middle school}Have manipulatives availableStudents love comparison and want to analyze
  • 7. NUMBER OF THE DAYTeacher writes Middle number on chart paper SchoolStudents write a Examples different 52 representation as they come in 7xThis is very 1.93 x 104 critical for students to
  • 8. WHAT’S NEXTTeacher has pattern written on chart paper or white boardStudents fill in blanks as they come inDon’t correct students’ work yetMiddle School Examples 1, 4, 9, ___, ___, 36, ___, ___, etc… 1, 1, 2, 3, 5, 8, 13, 21, etc…
  • 9. HOW DID MY FAMILY USE MATH LAST NIGHT?Cooking ShowsShopping students thatSales math IS allEating out around them!Driving distance Math is usedGas mileageTime in dailyWeights activities.
  • 10. _______ MAKES ME THINK OF…Great for activating strategyConcept word displayed on boardStudents may ONLY write a word, no numbers or picturesMiddle School Examples Equations/Inequalities Surface Area Probability Absolute Value
  • 11. FIGURE 3.1 TYPES OF DISCUSSIONS: SYNOPSIS {PAGE 77}Discussion Teacher Role Level of Type Support Think-Aloud Discusses reason for Highest level of teacher choosing graph, shares ideas, support models use, and records analysis Guided Carefully crafts guided Moderate to high level of questions, rewords student teacher support responses, and records analysis Facilitated Asks open-ended questions, Low to moderate level of focuses discussions, may teacher support record analysis or have students write in journals Independent Records students Low level of teacher support observations before discussion time and, if
  • 12. FIGURE 3.2 MORNING STRETCHPLAN FOR A WEEK: SYNOPSIS {PAGE 86} Day of the Morning Stretch Week Monday Number of the Day Tuesday What’s Next Wednesday How Did My Family Use Math Last Night? Thursday ______ Makes Me Think Of… Friday Data Collection
  • 13. OTHER SUGGESTIONSMathematical Current Events Politics Economics Stock Market Statistics for sports, warsMathematics-Related Classroom Responsibilities Taking attendance Choosing best way to display data Self-monitoring with graphs
  • 14. OTHER SUGGESTIONS Calendar Board  Problem of the Day often part of this time  Learn math incrementally  Allows for visual models  Designed for growth in mathematical language  Typically in elementary classrooms I don’t see being able to spend time on this every day in a middle school environment due to time constraints. I do have a plan for using this set -up in a remediation class we have each day during what my school calls ELT. This is typically ‘bubble students’ on our state - mandated test. These basic skills would be perfect for
  • 16. SOURCE Author: Laney Sammons Website: